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The impact of an entrepreneurial potential training program on the development of business skills of 1,036 school-age students from 8 Spanish autonomous communities is evaluated and differences are analyzed based on sociodemographic variables. Nonparametric statistics are used with a control group and an experimental group. The results indicate the positive correlation between the attitudes shown by the students and the entrepreneurial skills they acquire without differences by gender, with the impact being greater in the experimental group. It is necessary to strengthen the acquisition of these skills that promote entrepreneurial identity and intention. [ABSTRACT FROM AUTHOR]

Incorporating entrepreneurship into education is an alternative solution to improve the quality of school graduates. This study aims to deeply analyze some of the components of entrepreneurship core competency and curriculum integrated with several local cultural advantages and local products. The method used to analyze in depth the components was the structural equation model (SEM). The total sample was 180 respondents, with the details being Indonesian public and private high school teachers, curriculum experts, and professional entrepreneurs from Kitakyushu University, Japan and IAIN Syekh Nurjati, Indonesia. The results show that the entrepreneurial core competencies are significantly related to a curriculum integrated with local culture and products. Path analysis shows that each indicator of entrepreneurial core competence and integrated curriculum with cultural advantages and local products are interrelated and significantly influence each other. Entrepreneurship education is relevant for creating graduates with additional abilities. Curriculum integration of the advantages of local culture and products can also foster students' love for local culture and products as a national identity. The research contributes to providing information and recommendations to teachers and schools about the importance of entrepreneurship core competencies. Besides that, it proves that entrepreneurship learning for high school students is more accessible through the local culture and product approaches. [ABSTRACT FROM AUTHOR]

A number of empirical studies have underscored the significance of entrepreneurial orientation in understanding the dynamic business environment driven by entrepreneurial actions. However, the notion of individual entrepreneurial orientation (IEO) has received less attention in scholarly literature. It's widely acknowledged that entrepreneurial education (EE) makes a substantial contribution to a country's economy. It's believed that EE can empower individuals and thus play a crucial role in addressing various societal challenges faced by countries globally. Nonetheless, the influence of EE on the IEO of university students, and whether it effectively guides them towards an entrepreneurial career, hasn't been thoroughly examined. This study aimed to explore the influence of EE on the IEO of university students. This study focuses on two distinct economies—a developing one (South Africa) and a developed one (Scotland), the latter being recognized for its high-quality EE and a high proportion of individuals opting for entrepreneurial careers. A quantitative research approach was followed making use of an adapted questionnaire, which was analysed with SPSS and EQS 6.4 using descriptive statistics, reliability analysis, exploratory factor analysis, multivariate analysis of variance and path model analysis. A total of 2841 questionnaires were distributed online, yielding 575 valid responses. Findings indicate that EE significantly influences the IEO of university students in South Africa, but to a lesser extent in Scotland. The study expands the existing body of knowledge on IEO of university students. In addition, it provides insight for policymakers in the respective countries. [ABSTRACT FROM AUTHOR]

Social entrepreneurship is a topic of current interest to scientists. Social enterprises have helped to solve the remaining problems in society. Universities play an essential role in developing future social entrepreneurs by providing relevant knowledge to students. This study assesses the relationship between knowledge and social entrepreneurial intention through data collected from 1000 Vietnamese students. The survey was conducted in September 2021 using a questionnaire designed on google docs. The hypotheses were analyzed by partial least squares structural equation modeling with SmartPLS 3. The research results confirmed the importance of knowledge for students' social entrepreneurial intention formation. In particular, the entrepreneurship education and prior experience equipped in the university will help students gain confidence and have a positive attitude towards starting a social enterprise. [ABSTRACT FROM AUTHOR]

The study analyzes and investigates the factors that impact women's entrepreneurial success, focusing on Entrepreneurial Education (EE) and Access to Capital (AC) as independent variables, while Access to Network (AN) as a mediating factor, and Government Support (GS) as a moderator and Women Entrepreneurial Success (WES), is the dependent variable. Moreover, this study employs a structured questionnaire and a survey of 200 entrepreneurs to test assumptions concerning women entrepreneurs in Balochistan. We followed Ethical guidelines to protect participant anonymity and information confidentiality. Furthermore, the study used a cross-sectional technique and 1-5 scale to investigate significant and relevant factors, with an epistemology-positivism philosophical approach and an explanatory focus. It remains our utmost priority to eschew any sort of irrelevant material. The survey instrument's pilot testing ensures data validity and reliability, paving a smooth way for understand women's business success in Balochistan. These parameters exhibited strong internal consistency and subtle relationships. While EE exhibited a statistically insignificant correlation with WES. AC, AN and GS were identified as major predictors. Mediation and moderation analyses revealed AN's complicated roles. The ramifications include tremendous and extensive support networks for women entrepreneurs. The study focuses on a conducive environment that enhances and unlocks the potential capabilities of women to play their part in economic sector. Our findings may be valuable and lead to a constructive and productive path for women entrepreneurs who aspire for a profound positive social effect on society by participating in the economic domain and achieve success in their commercial careers. [ABSTRACT FROM AUTHOR]

Abstract A number of empirical studies have underscored the significance of entrepreneurial orientation in understanding the dynamic business environment driven by entrepreneurial actions. However, the notion of individual entrepreneurial orientation (IEO) has received less attention in scholarly literature. It’s widely acknowledged that entrepreneurial education (EE) makes a substantial contribution to a country’s economy. It’s believed that EE can empower individuals and thus play a crucial role in addressing various societal challenges faced by countries globally. Nonetheless, the influence of EE on the IEO of university students, and whether it effectively guides them towards an entrepreneurial career, hasn’t been thoroughly examined. This study aimed to explore the influence of EE on the IEO of university students. This study focuses on two distinct economies—a developing one (South Africa) and a developed one (Scotland), the latter being recognized for its high-quality EE and a high proportion of individuals opting for entrepreneurial careers. A quantitative research approach was followed making use of an adapted questionnaire, which was analysed with SPSS and EQS 6.4 using descriptive statistics, reliability analysis, exploratory factor analysis, multivariate analysis of variance and path model analysis. A total of 2841 questionnaires were distributed online, yielding 575 valid responses. Findings indicate that EE significantly influences the IEO of university students in South Africa, but to a lesser extent in Scotland. The study expands the existing body of knowledge on IEO of university students. In addition, it provides insight for policymakers in the respective countries.

The purpose of this research is to examine how entrepreneurial self-efficacy functions as a mediator in the relationship between green entrepreneurial intention and entrepreneurship education. This research used a survey method with a quantitative approach. A proportionate stratified random sampling method was utilized to calculate the sample for this study, resulting in 305 respondents from various undergraduate programs at Universitas Sebelas Maret and Universitas Negeri Semarang. This study uses data collection techniques using a closed questionnaire in the form of a Likert scale with five alternative answers. IBM SPSS Statistic 26 software was utilized in this work as a statistical analysis tool to examine the mediation effect using route analysis. The study's findings suggest that students' intentions to pursue green entrepreneurship can be influenced by entrepreneurship education, with entrepreneurial self-efficacy acting as a mediator. In order to boost students' entrepreneurial ambitions, university policymakers must incorporate entrepreneurship instruction within the curriculum. Universities should include material on green entrepreneurship in their programs to prepare students to face environmental challenges through business. In addition, it is important to develop training programs that focus on increasing confidence in entrepreneurship, such as through business simulation and mentoring. Policymakers also need to support entrepreneurship education programs that promote sustainable business by providing financial support and supportive policies.

As old as the world, the low number of businesses run by women is still a subject that raises many discussions and research. The present work is a short study of how women still in the period of higher education look at the financial risks involved in financing and supporting the business. Using the method of graphic representation and visualization of data evolution for analysis, the authors aim to determine the relationship of influence between the importance of these risks and women's intention to start a business. The data were recorded following the application of a survey between February-March 2023 on a sample of 264 women. Differences were determined between how financial risks are viewed by urban and rural women, and by married versus unmarried women. A conclusion is that urban women consider education a must, while for rural women it is not a necessity in running a business.

Abstract The advent of Industry 4.0 presents a spectrum of challenges for entrepreneurs in India, demanding specific skills and resources. Within this transformative landscape, engineering disciplines assume a pivotal role in navigating the complexities of the new industrial revolution yet pose challenges in instilling entrepreneurial skills. While universities are recognised for fostering entrepreneurial skills, a gap persists in comprehending students’ intentions to pursue entrepreneurship after completing their studies, especially within technical education systems. This emphasises the necessity for a comprehensive examination of variations in entrepreneurial orientation among diverse engineering disciplines. The study employed cross-sectional research and surveyed 370 final-year engineering students from leading engineering colleges in Karnataka, India. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM). The findings demonstrate a significant propensity for entrepreneurship among engineering students, highlighting attributes such as innovativeness, risk-taking, and proactiveness. However, contrary to expectations, the study does not discern distinct entrepreneurial orientations across different engineering disciplines. Importantly, it unveils that college education has minimal influence on students’ entrepreneurial intentions.

This article explores the multifaceted concept of entrepreneurial intention within the context of entrepreneurial behavior, grounded in the theory of planned behavior proposed by Ajzen, highlighting the significance of attitude, societal norms, and perceived behavioral control in shaping entrepreneurial intentions. We underscore the necessity of a comprehensive understanding of intention, particularly in the entrepreneurial domain, considering its core components, determinants, and practical implications. We emphasize the crucial role of educational systems in fostering entrepreneurial intentions and propose specific strategies for enhancing entrepreneurial intentions in academic settings, integrating goal setting, positive attitudes, self-efficacy, visualization, implementation intentions, and social support. These educational strategies are presented as essential tools for cultivating the entrepreneurial spirit and capabilities among students, preparing them for future entrepreneurial pursuits. This comprehensive exploration provides valuable insights for educators, policymakers, and aspiring entrepreneurs, highlighting the dynamic interplay between individual intentions, educational frameworks, and the broader economic environment.

Background An entrepreneurial mindset is widely recognized as crucial for success in today’s fast-paced competitive world. People across various sectors—businesses, schools, politics, the military, and the public— benefit from a developed entrepreneurial mindset. Consequently, an accurate entrepreneurial mind-sets is becoming increasingly vital. This systematic literature review comprehensively analyzed the research on methods used to assess entrepreneurial mindsets. This inquiry was explored in terms of the fundamental characteristics of the reviewed documents, common entrepreneurial mindset traits or skills, evidence of validity and reliability, research methods employed, study participants, focus areas, and key findings from recent studies. Methods A systematic literature review using the PRISMA framework was utilized, and 39 documents published in the period 2015–2024 were extracted from the EBSCO, ERIC, and SCOPUS databases. Results Researchers from the USA dominated the field of this study. These assessment practices mainly target the educational sector, especially engineering education, where students are the primary participants. Currently, researchers are actively creating new assessment tools for entrepreneurial mind-sets tailored to students in entrepreneurial programs at engineering institutions. Most of these tools have been shown to be valid and reliable. The KEEN 3C framework is the most common assessment tool, emphasizing curiosity (CU), connections (CON), and creating value (CV). Conclusions This study makes significant contributions by compiling the existing literature on entrepreneurial mindset assessment, which presents the most up-to-date knowledge in the field. Educational institutions and business organizations can utilize the entrepreneurial mind-set assessment approaches highlighted in this review. This article is unique in that it enhances the field of entrepreneurship by presenting a new systematic literature review of entrepreneurial mindset assessment approaches.

Copyright of International Journal of Professional Business Review (JPBReview) is the property of Open Access Publications LLC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The advent of Industry 4.0 presents a spectrum of challenges for entrepreneurs in India, demanding specific skills and resources. Within this transformative landscape, engineering disciplines assume a pivotal role in navigating the complexities of the new industrial revolution yet pose challenges in instilling entrepreneurial skills. While universities are recognised for fostering entrepreneurial skills, a gap persists in comprehending students' intentions to pursue entrepreneurship after completing their studies, especially within technical education systems. This emphasises the necessity for a comprehensive examination of variations in entrepreneurial orientation among diverse engineering disciplines. The study employed cross-sectional research and surveyed 370 final-year engineering students from leading engineering colleges in Karnataka, India. The data analysis included Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM). The findings demonstrate a significant propensity for entrepreneurship among engineering students, highlighting attributes such as innovativeness, risk-taking, and proactiveness. However, contrary to expectations, the study does not discern distinct entrepreneurial orientations across different engineering disciplines. Importantly, it unveils that college education has minimal influence on students' entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism. [ABSTRACT FROM AUTHOR]

Objective: This comparative analysis scrutinized the entrepreneurship education curriculum and social-emotional learning, aiming to distinguish the similarities and discrepancies between the two programs based on the ten components of the Acker curriculum. Methods: This study involved a detailed comparison that was conducted through the utilization of the Brody method. Results: The study revealed that both initiatives share commonalities concerning the instructor's role, educational materials, group dynamics, geographical setting, and scheduling. Nonetheless, distinctions exist in their underlying principles, goals, subject matter, educational tasks, and evaluation techniques. Nevertheless, both schemes contribute to enhancing the individual and social growth of children, enabling them to cultivate mutual competencies in self-awareness, self-esteem, self-regulation, strategic planning, social consciousness, interpersonal communication, decision-making, and problem-solving skills. Conclusions: The outcomes of this investigation serve as a foundational exploration and open up the opportunity to amalgamate these two programs, thereby crafting a more beneficial and efficient educational framework to equip individuals with the necessary skills for a productive role in forthcoming societies. Moreover, this integration would avert the need for multiple and/or conflicting programs. [ABSTRACT FROM AUTHOR]

In the current Information Age, the United Arab Emirates (UAE) is switching from a natural resource-based economy to a knowledge-based one, requiring a preparation of the workforce. Entrepreneurship stands to promote the knowledge economy through the creation of innovative products, services, and technology; however, the majority of UAE workers are currently government employees. To establish a foothold in the knowledge economy, the UAE needs to invest in entrepreneurship education to create a prepared and effective workforce. The purpose of this study is to generate insight into the status of integration and implementation of entrepreneurship in higher education institutions (HEIs) in the UAE. A qualitative approach based on thematic analysis of selected documents and semi-structured interviews was used to understand how entrepreneurship education is integrated and how educators in HEIs are implementing the integration. The findings of this study show that the integration of entrepreneurship education in UAE HEIs is still in its early stages. Where entrepreneurship education is implemented, course content needs to be contextualized so that it is accessible and relevant to students in the UAE. [ABSTRACT FROM AUTHOR]

As new trends are emerging worldwide, including innovation breakthroughs and the need for a sustainable approach to different aspects of economy and entrepreneurship, the need for orienting society towards sustainable entrepreneurial behavior is emerging. In this context, according to the literature, entrepreneurial education can have a positive impact on fostering entrepreneurial intention in university students. The main research conducted in this study includes the identification of different opportunities and barriers that universities in Albania are facing, by conducting interviews and questionnaires with key stakeholders. The main barriers identified include the legislation gap and lack of governmental funding for entrepreneurial and sustainable courses, while the main opportunities from which universities can benefit include digital innovation and human resources skills management by providing an added value to their internal environment. The model proposed in this study to overcome barriers and benefit from opportunities includes two key stakeholders, government and universities, as the case study analysis of three universities in Albania predicts the need for more steps to be taken by these two key stakeholders included in the model, while future further research on governmental funding would be of high importance to the cost–benefit analysis of this kind of governmental support. [ABSTRACT FROM AUTHOR]

The problem of forming and developing soft skills has not lost its relevance for many years. It is believed that possession of these skills ensures the subject’s competitiveness in the labor market. A special role is played by the formation of flexible skills in entrepreneurs, who allow them to be more adaptive to changes, interact effectively with the internal and external environment, find non-standard solutions in difficult situations, thereby increasing the efficiency and competitiveness of their own business.The purpose of our research is to compile a rating of soft skills in the assessment of existing entrepreneurs and to identify the degree of participation of higher education institutions in their formation. The data are obtained empirically from a study of 360 entrepreneurs. They show the undeniable importance for entrepreneurs of developing soft skills and, in most cases, their underdevelopment at the proper level. The paper presents the results of a survey demonstrating the proportion of entrepreneurs who have developed a particular skill in the process of self-education (19-38%), as well as the proportion of entrepreneurs who received an education at a university (0-22%) or in additional education programs in other organizations ( 1-13%). The study found that between 33 and 73% of entrepreneurs surveyed had not received soft skills training. Entrepreneurs ranked communication management (opinion of 76% of respondents) and decision making (73%) as the most important skills for their activities; the most developed were decision making (30%) and customer focus (28%). The work provides recommendations to universities in terms of increasing their presence in the market of additional education in order to develop soft skills among entrepreneurs as a factor in increasing their competitiveness.

Entrepreneurship education is exploding, and new approaches are needed not only to keep up with demand but also to keep up with the changing nature of entrepreneurship education. In each of our practices of entrepreneurship education learning, innovation, communication, interpretation, and history are present – the essential elements of experiential learning. In sum, the entrepreneurship method as a series of practices can only be learned through experiential approaches. Our concept of practice relates to the acquisition of skills, knowledge, and mindset through deliberate hands-on, action-based activities that enhance development of entrepreneurial competencies and performance. Given the complex and multifaceted nature of entrepreneurship, a single practice is not possible.

This study aims to analyze the effect of entrepreneurial education and sustainability orientation in influencing sustainable entrepreneurial intention by testing the mediating effect of entrepreneurial self-efficacy in predicting sustainable entrepreneurial intention. This study used a quantitative approach with 306 UNNES and UNS economics education students’ years of 2020 and 2021 as samples. Data was obtained by distributing an online questionnaire (Google Form). Data was analyzed using the SEM-PLS technique. The analysis’s results show that there is a significant positive effect between entrepreneurial education and sustainability on entrepreneurial self-efficacy. Entrepreneurial self-efficacy can mediate the relationship between entrepreneurial education and sustainability orientation in terms of sustainable entrepreneurial intentions. The findings also confirm that sustainable entrepreneurial intention can be formed through the formation of cognition stimulated when students take entrepreneurial education and individual personalities, which can be reviewed from a sustainability orientation.

Entrepreneurship plays a pivotal role in driving economic growth and national development, making it a focal point of research within the social sciences, particularly in management. In Thailand, where Small and Medium Enterprises (SMEs) play a significant role in the economy, nurturing entrepreneurship among students is a priority. College-level students represent a burgeoning workforce with the potential to catalyse new ventures and elevate national standards through their entrepreneurial zeal. However, there is no confirmation that all students are able to fulfill their entrepreneurial aspirations, despite the potential contribution of high levels of entrepreneurial elements to business success. This study therefore aims to fill the gap in research specific to Thailand’s context regarding factors influencing entrepreneurial intention by utilising Ajzen’s Theory of Planned Behaviour (TPB) model to examine factors influencing entrepreneurial intention among undergraduate students. Additionally, it explores the impact of entrepreneurial education and social and government support on shaping entrepreneurial intention. Through a quantitative research approach and data analysis of 426 undergraduate students, the study finds that attitude towards entrepreneurship is the most influential factor, followed by perceived behavioural control, social support, entrepreneurial education, and government support. Furthermore, the study reveals an unexpected finding wherein government support exhibits a negative relationship with entrepreneurial intention, suggesting potential deficiencies in current policies. The findings emphasise the significance of promoting positive attitudes towards entrepreneurship, enhancing entrepreneurial education, fostering social support networks, and reevaluating government policies to effectively encourage entrepreneurial intentions among students and drive economic development in Thailand.

The recent economic success of China has been largely driven by the entrepreneurial potential cultivated within its education sectors. However, higher education institutions’ efforts in fostering entrepreneurship and innovation seem not to meet employees’ expectations. Among issues of entrepreneurship education at China universities and vocational colleges are incomprehensive teaching content and students’ weak innovative ideas. Thus, an urgent examination of entrepreneurial education within Chinese higher education is necessary. Through a systematic literature review, this study explores the evolution of entrepreneurial education within Chinese higher education institutions, with a particular focus on vocational colleges. Drawing upon past studies, this study proposes strategic interventions to enhance the entrepreneurship curriculum, including the integration of practical experiences, strengthening teacher competency, fostering industry-academic partnerships, and digitalizing educational approaches. Ultimately, it advocates for a comprehensive reform to align entrepreneurial education programmes with the evolving needs of China’s entrepreneurial system, thus ensuring the cultivation of a new generation of innovative and enterprising individuals to drive economic prosperity.

With the rapid advancement of information technology, mobile interaction technologies have emerged as a pivotal force driving educational innovation, especially in the realm of entrepreneurial education. These technologies have not only transformed the methods of acquiring and sharing knowledge but have also facilitated interaction and collaboration among learners. This investigation aims to explore how mobile interaction technologies can foster innovation in entrepreneurial education models. The focus is specifically placed on the construction of a mobile interaction-based collaborative learning team environment model oriented towards knowledge building as well as on identifying collaborative strategies that can effectively enhance entrepreneurial learning teams based on mobile localized influence networks. It has been discovered that optimizing mobile learning environments and collaborative strategies improves the quality of interaction and learning outcomes among teams, providing new pathways for entrepreneurial education. Existing research, however, lacks a comprehensive discussion on the deep integration of mobile interaction technologies with entrepreneurial education, especially in terms of systematic studies on team collaboration and the process of knowledge construction. Through theoretical exploration and empirical analysis, this manuscript aims to bridge the research gap, providing theoretical and practical support for innovation in entrepreneurial education models. This endeavor holds significant research value and practical implications. [ABSTRACT FROM AUTHOR]

This comprehensive study explores the burgeoning intersection of medical entrepreneurship and medical education, shedding light on the entrepreneurial inclinations and endeavors of medical students. With the healthcare landscape rapidly evolving, the need for innovative, efficient, and patient-centric solutions has never been more critical. This research addresses a significant gap in existing literature by providing empirical evidence on the motivations and barriers that medical students face as they navigate the path to becoming healthcare entrepreneurs. The study employs an extensive empirical review, targeting medical students at various educational stages to delineate the factors influencing their entrepreneurial intentions. Key findings suggest that while there is a strong inclination towards innovation and the creation of novel healthcare solutions, significant barriers such as lack of adequate entrepreneurial training and financial constraints hinder progress. Data from the South West Oltenia region indicates that while some students are well-prepared to embark on entrepreneurial ventures, a substantial portion feels underprepared, underscoring the need for enhanced educational programs that integrate practical entrepreneurship training. The research concludes that medical schools are pivotal in fostering entrepreneurial skills, suggesting that curricular adaptations are necessary to equip future medical professionals with both clinical and managerial competencies. [ABSTRACT FROM AUTHOR]

This research focuses on exploring the impact of entrepreneurial education on the entrepreneurial intentions of engineering students at Guangdong Industry and Trade Vocational School in China. The study aims to investigate how factors such as selfefficacy, motivation, and entrepreneurial education influence students' intentions to pursue entrepreneurship. By employing a quantitative descriptive research design, data was collected through structured questionnaires from a diverse sample of students. Statistical analyses, including multiple linear regression and Pearson correlation, were used to examine the relationships between variables. The findings revealed significant correlations between self-efficacy, motivation, entrepreneurial education, and entrepreneurial intention. The study underscores the importance of integrating entrepreneurial education into engineering curricula to foster a culture of innovation and entrepreneurship among students. These results have implications for educational institutions seeking to enhance students' entrepreneurial mindset and readiness for the business world. [ABSTRACT FROM AUTHOR]

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REGEPE Entrepreneurship & Small Business Journal is the property of Revista de Empreendedorismo e Gestao de Pequenas Empresas (REGEPE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As old as the world, the low number of businesses run by women is still a subject that raises many discussions and research. The present work is a short study of how women still in the period of higher education look at the financial risks involved in financing and supporting the business. Using the method of graphic representation and visualization of data evolution for analysis, the authors aim to determine the relationship of influence between the importance of these risks and women's intention to start a business. The data were recorded following the application of a survey between February-March 2023 on a sample of 264 women. Differences were determined between how financial risks are viewed by urban and rural women, and by married versus unmarried women. A conclusion is that urban women consider education a must, while for rural women it is not a necessity in running a business. [ABSTRACT FROM AUTHOR]

The talent and artistic characteristics of these entrepreneurs can create ecosystems of cultural innovation, as there is an effervescent creativity that can and should be used in favor of the territory. This connection can mitigate psychological and social problems, activating community belonging and offering visibility to culture makers. This study aims to investigate the contributions of microenterprises in the field of culture to regional development in the metropolitan region of Rio de Janeiro. These developments contribute to the economic and social balance of the territory; leveraging existing cultural resources, offering belonging and income to the local community. A systematic review was carried out divided into two stages, first in the formation of the bibliographic portfolio and in the results extracted from the procedure, then the connection between regional development and culture was analyzed. Three indexed databases were used, the Web of Science, SciELO and Scopus, with the search period between 2001 and 2021, which underwent 102 articles after the eligibility process. It was noticed that the link between the keywords “cultural entrepreneurship” and “regional development” was little interned in magazines that were more protective of the debate in the world; however, there was an important scientific gap for the academic debate, such as the transversality that culture is capable of generate from your products and services. [ABSTRACT FROM AUTHOR]

Entrepreneurship is a global phenomenon because it contributes to economic growth, maintenance of social stability, and reduced unemployment. However, the role of entrepreneurial orientation in Vietnamese universities remains blurred. This study aims to understand the role of university education in shaping the entrepreneurial intention of Vietnamese students through entrepreneurial orientation, perceived desirability, and perceived feasibility. The PLS-SEM technique with SmartPLS 4 software tested the research model and hypotheses. The data set was collected from May 2023 to June 2023 via Google Forms with 411 respondents. The results show that entrepreneurial education has the most decisive impact on perceived desirability, followed by perceived feasibility, and both of these factors have a substantial impact on entrepreneurial orientation and entrepreneurial intention. Based on the results, the research has suggested practical implications that enhance entrepreneurial intention and promote the development of Vietnam's economy. [ABSTRACT FROM AUTHOR]

Copyright of Retos, Revista de Ciencias Administrativas y Económicas is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Entrepreneurship, once a choice, has now evolved into a critical lifeline for the youth in Lebanon amid a prolonged and extensive economic crisis, now entering its fourth year. This crisis has triggered a shift in the mindset of Lebanese youth, driven by the high unemployment rate, acting as a catalyst for a transition towards entrepreneurship as a viable career choice. This study underscores the necessity of comprehending the determinants shaping social entrepreneurial intentions among Lebanese students. The goal is to identify these determinants, allowing for the implementation of necessary measures to not only enhance these intentions but also facilitate their transformation into tangible actions, thereby propelling economic growth and fostering sustainable development. The research investigates the intricate interplay of entrepreneurial education, entrepreneurial passion, and moral obligation, with entrepreneurial self-efficacy serving as a mediating factor. Conducting a survey among 265 participants from four universities in Lebanon using convenience sampling, this research employs Partial Least Squares Structural Equation Modeling (PLS-SEM) for analysis. The results reveal that entrepreneurial education and entrepreneurial passion significantly boost students' belief in their entrepreneurial self-efficacy. Simultaneously, entrepreneurial self-efficacy intensifies students' entrepreneurial intention. Furthermore, a positive correlation is observed between moral obligation and social entrepreneurial intention. These findings hold significant implications for educators and policymakers, offering insights to guide initiatives aimed at enhancing entrepreneurial education and fostering an environment conducive to socially impactful ventures, in light of the economic and political crisis that Lebanon is currently facing. Likewise, researchers can gain insights from the theoretical foundations of the present study and discover possible pathways for future analyses. Moreover, integrating sustainability principles into entrepreneurial education could further amplify the social and economic impact of ventures in Lebanon's challenging context. [ABSTRACT FROM AUTHOR]

This study seeks to examine the impact of curriculum support (CS) and extracurricular support (ECS) on students’ entrepreneurial intentions (EI) along with the mediating impact of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on the relationship. An electronic questionnaire was used to collect data from 561 final year engineering students, and Partial Least Square-Structural equation modelling (PLS-SEM) was used to analyse the collected data. The findings revealed that CS has no direct influence on EI; however, it has an indirect influence through EA and ESE, whereas ECS has a stronger impact, i.e. both direct and indirect connections with EI. This study offers considerable insights to policymakers, entrepreneurship educators and actors regarding the architecture of EE frameworks that can build the inclusive entrepreneurial ecosystem within HEIs. [ABSTRACT FROM AUTHOR]

This article evaluates whether the use of gamification in entrepreneurship education is associated with a reduction in risk aversion among students studying at the technical level of Business Administration. As a theoretical framework, we used the Cumulative Prospect Theory. The research was conducted at a Brazilian Federal Institute (IF) of education. We used a sample of 191 participants, and the research instrument was applied at the beginning and end of the course. The data analysis included the Difference-in-Difference, Propensity Score Matching, and Quantile Regression methods. The results indicate that, after the implementation of the gamified pedagogical practice, there was an increase in the participants’ propensity to assume risks related to financial allocation decisions and occupational choices. This corroborates the role of gamification in the development of entrepreneurial skills by revealing that its use aids in preparing students to deal with uncertainties and calculated risks. [ABSTRACT FROM AUTHOR]

This study consists of research involving the importance of entrepreneurship in the school environment. It aims to expand discussions on the scope of Entrepreneurial Education at basic and higher levels, exploring studies that point out, empirically and theoretically, that entrepreneurship developed in the classroom has contributed to the transformation not only of students, as they pass to rethink their academic training and their future from a point of view connected with contemporary socioeconomic dynamics. The study has a qualitative approach, descriptive in nature, and promotes an analysis based on a theoretical scope contained in articles, theses, dissertations and bibliographic sources. Studies were explored that deal with Entrepreneurial Education, with emphasis on the movements promoted in the educational system, highlighting the importance of initiatives related to updating the Political-Pedagogical Projects (PPP) of Undergraduate and high school courses, aspiring to advance commitment in the stimulation and propensity of students to undertake through educational strategies. [ABSTRACT FROM AUTHOR]

Aim: The significance of entrepreneurial behaviour among college students lies in its ability to not only generate a wide range of job opportunities and make a substantial contribution to the economy, but also to maintain societal stability. There is a scarcity of research on college students' entrepreneurial behaviour, particularly in vocational colleges. One possible reason for this is the lack of reliable tools to effectively measure entrepreneurial behaviour in vocational college students. This study aimed to investigate the validity and reliability of the entrepreneurial behaviour scale through a pilot study conducted among vocational college students in China. Methods: This scale, which measures entrepreneurial behaviour, consists of three dimensions: entrepreneurial activities, overcoming failure, and proactive behaviour. It was adapted from established scales that have been extensively used in academic research. For this pilot study, a total of 118 students from vocational colleges in Shandong Province, China, were engaged through an online survey using random sampling. Results: An exploratory factor analysis (EFA) was used to validate items within each construct, employing factor loading. Internal consistency was assessed through Cronbach's alpha. The EFA results validate the validity of the instrument's structure, demonstrating that each item had a factor loading above 0.5 and fell within its respective construct. In addition, the scale demonstrates strong internal consistency, as evidenced by Cronbach's alpha value that surpasses the threshold of 0.7. Conclusion: Therefore, this scale is considered a reliable tool for evaluating the entrepreneurial behaviour of vocational college students. It is adequate and appropriate for future research in this area within the vocational college setting. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate whether paid work activity (PWA) experience of students from five emerging economies is related to academic results and self-assessment of possessed entrepreneurial traits. Additionally, the authors verify the relationship between obtaining work experience and the willingness to start own business among students. Design/methodology/approach: Participants included 3,631 students of the first level of higher education at six universities in five countries (Bulgaria, Latvia, Lithuania, Poland and Ukraine). A survey questionnaire was used which included questions on the previous work experience, paid work during university studies, the assessment of competencies related to entrepreneurship and the assessment of the desirability of entrepreneurship as a career choice. Findings: Findings indicate that students who engaged in PWA before studies are more likely to do it during studies. PWA during studies is related to perceiving oneself as a worse-performing student, but also to the perception of oneself as an entrepreneurial person. No such relationship was found for the PWA experience before entering the university. It was also found that students are likely to start their businesses after obtaining work experience. Practical implications: Practical implications pertain to the role of the contemporary academic institutions that should consider their approach to enabling students' PWA and teaching them how to engage in it for the benefit of their own and the societies to which they belong. It is argued that it may be particularly essential in emerging economies. Originality/value: The correlates of PWA of students have been underexplored. This paper allows broadening the current understanding of this phenomenon. The authors investigated its relationship with feeling entrepreneurial and academic achievements among young people from five emerging economies, which provides valuable insights for policymakers and educational institutions. It is argued that such insights may be particularly essential in emerging economies. Additionally, the authors contribute to advancing two theories that have not been extensively used in the entrepreneurial context: expectancy theory and social learning theory of career development. [ABSTRACT FROM AUTHOR]